Preliminary Application of Feynman Learning Method to Online Education to Cultivate Comprehensive Ability of Nursing Undergraduates
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The development of Feynman learning normal teaching mode, combining the traditional "input teaching" mode with Feynman learning method "output learning" mode is not only conducive to improving the quality of talent training, but also conducive to the improvement of teaching quality and teacher level.To explore the preliminary application effect of Feynman learning method in the teaching of nursing undergraduates.The calculation of the electron g-factor was carried out in 1950 by Karplus and Kroll. Seven years later, Petermann detected and corrected a serious error in the calculation of a Feynman diagram. Although it is hard to believe, neither the original calculation nor the subsequent correction was ever published. Therefore, the entire prestige of QED and the Standard Model depends on the calculation of a single Feynman diagram (IIc) that has never been published and cannot be independently verified. In this article we begin the search for any published recalculation of this Feynman diagram IIc that allows us to independently validate the theoretical calculation.
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The calculation of the electron g-factor was carried out in 1950 by Karplus and Kroll. Seven years later, Petermann detected and corrected a serious error in the calculation of a Feynman diagram. Although it is hard to believe, neither the original calculation nor the subsequent correction was ever published. Therefore, the entire prestige of QED and the Standard Model depends on the calculation of a single Feynman diagram (IIc) that has never been published and cannot be independently verified. In this article we begin the search for any published recalculation of this Feynman diagram IIc that allows us to independently validate the theoretical calculation.
Feynman graph
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A Feynman diagram theory for acousto-optic (AO) interaction is established, which supplies a general method to calculate the scattering amplitudes and intensities for both single frequency and multifrequency AO interactions. The method is based on counting the number of allowable Feynman diagrams. Based on this, a complete solution for the scattering amplitudes and intensities an be obtained for any kind of AO interactions, any number of acoustic frequencies, and any final states. A geometrical representation for this Feynman diagram theory of AO interaction is set up too. The theory is also verified by comparing with the experiments.
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Feynman - the early years Feynman - at Los Alamos Feynman - the Cornell years Feynman - the research years at Cal Tech Feynman - the teacher at Cal Tech Feynman - the public physicist and consultant Feynman - the man.
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Classical electromagnetism
Feynman graph
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Feynman graph
Feynman integral
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Arguably, the development of Feynman diagrams not only resulted in a useful tool for calculations but also brought about deep conceptual changes in the theory of quantum electrodynamics. Starting from this thesis, I try to bring to the fore a particular aspect of it. I maintain that the function of Feynman diagrams is not exhausted by their use in the application of the finished theory to concrete cases. Rather, Feynman diagrams are one of the results of Feynman's more general search for appropriate means of representation. Accordingly, the development of Feynman diagrams is a characteristic example of Feynman's heuristics.
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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The nationally-recognized Susquehanna
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